Theories of motivation

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Theories of motivation

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Abstract

This document is presented in tabular form and presents a synthesis of the theoretical trends, key authors and special theories of content and process.

For example, the authors Maslow (1954), McClelland (1961), Atkinson (1964), Alderfer (1969), Schein (1975), Herzberg (1971), and McGregor (1960) have developed theories of needs, with a subpart of theories of content that states: "The motivation comes from the presence of a stimulus, causing the release behavior of the individual. There is a classification more or less dogmatic to major needs that individuals seek to satisfy and affect their motivation to work."

Tags: theories of motivation, Maslow, McClelland, Atkinson, Alderfer, Schein, Herzberg, McGregor

Introduction
SWOT analysis
BCG Matrix
Spotlight: Real Estate
Cow milk: Colas
Dilemma: Bouygues Telecom and Construction
Dead weight: TF1
Three scenarios for Bouygues
Conclusion

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Extract

[...] This motivation is therefore encouraging the individual to set goals and performance high, this is according to their nature (difficulty, clarity), value (attractiveness, enlistment, specificity) and progression (feedback) Motivation is an resulting from the appearance of a positive consequence following a behavior adopted. The absence of this building or the presence of negative reinforcement (punishment, blame . ) can lead to the termination of positive behavior. Motivation results or her ability to accomplish what is expected of him or her. Motivation is the motivation influence of a reference group established by the individual. We speak of social imitation. [...]

[...] The perception of unfairness and even to the detriment of others would lead to demotivation. Motivation results work result, beneficial to greater or lesser degree (valence) Motivation is related to the presence of certain characteristics in the work affecting motivation and performance of the individual. Here the work content is of major importance, it must highlight five key characteristics, which determine the potential motivation for work (SMEs).To learn the skill variety, task identity, its importance, the autonomy granted to the individual and the need for feedback. [...]

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